Mayan unit plan[1]
•Download as DOCX, PDF•
1 like•506 views
This lesson plan introduces 6th grade students to the Mayan base-twenty number system. It begins with a review of the base-ten number system. Students will then learn about the Mayan number system through interactive stations, worksheets, and games. They will compare and contrast the base-ten and base-twenty systems. The lesson celebrates cultural diversity by showing different mathematical approaches. Technology such as a SMART board and online polling site are used to engage students and check understanding throughout the lesson.
Report
Share
Report
Share
![MUC Standard LESSON PLAN<br />TEACHER _Becky Hill & Alisa Miller Date March 28, 2010_ _____<br />TOPIC/SUBJECT __Mayan Math ______________________<br />STUDENTS’ DESCRIPTIONS: (What are the students’ ages and grade level(s)? Be sure to describe demographic descriptors (urban, rural, suburban), socioeconomic status, exceptionalities, gender, language skills (ESL), cultural diversity, and any other unique features of your class, e.g. learning styles.)<br />The class is a 6th grade classroom ages 10-12 in a suburban area with students’ socioeconomic statuses consist of mostly middle class income and blue collar workers. The class consists of 28 students 16 boys and 12 girls. The class is mostly White (Western European), several African Americans, Hispanics, and Asians. ___________________<br />STANDARDS/CURRICULUM OUTCOME(s): (What learning outcome(s) from the mandated curriculum does<br />this lesson address? Please include age(s)/grade level(s) and source(s).)<br />Math: Grade 4 Number, Number Sense, and Operation Standard Indicator 2- Use place value structure of the base-ten number system to read, write, represent and compare whole numbers through millions and decimals through thousandths. Ohioorc.org<br />If needed, I.E.P. quotes and resulting modifications should be italicized or highlighted throughout the plan.<br />OBJECTIVE (s): (What will students be able to do by the end of the lesson to show they have learned what you Intended them to learn?)<br />Students will be able to compare and contrast the base-ten number system with the Mayan base-twenty number system by reading writing, and representing Mayan numbers and interpreting at least 2 Mayan numbers into standard base-ten number system. Students will be able recognize, write, and read base-twenty numbers in the Mayan number system at a 75 percentage rate. Students will be able to articulate differences between different base systems. _________________________<br />EVALUATION: (What tool(s) will you use to gather and record information to show that your students learned the objective(s)?)<br />Students will be evaluated through several forms of evaluation throughout the entire unit. <br />,[object Object]](https://image.slidesharecdn.com/mayanunitplan1-100502111633-phpapp01/85/Mayan-unit-plan-1-1-320.jpg)
Recommended
Integrating[1]
The document discusses using an instructional game called Action Fraction Race Car Game to teach fractions to students in grades 5-8. It summarizes research showing fractions are difficult for students to master and recommends hands-on activities to improve understanding. The game aims to increase students' fraction skills by making problems more difficult as players progress to higher levels. It provides immediate feedback through acceleration/deceleration as well as sounds. The teacher's role is to ensure students understand rules and do not spend too much time playing. While the game may increase skills practice and motivation, it also has limitations like not promoting deep conceptual understanding.
Field study 3 ep5
The document describes a classroom observation of a lesson involving technology integration in the learning environment. It includes guides for observing how the teacher uses learning resources, students' responses, and the effectiveness of the resources. The observer is asked to analyze the lesson using a technology integration matrix and provide suggestions to improve resource use. Reflections on doing the same lesson differently and integrating theory with the observation are also prompted.
SYLLABUS: MAT225 MULTIVARIABEL CALCULUS WITH HARVARD TEXT 6th EDITION
This document is a course syllabus for a Multivariable Calculus class. It provides information about the course including instructor details, meeting times, learning objectives, textbook requirements, and policies. The key goals of the course are for students to analyze functions of several variables, apply vector algebra to multivariable functions, determine optimal properties of functions, integrate multivariable functions, and integrate vector functions. Students will be evaluated based on exams, homework, attendance, and participation. The syllabus outlines expectations for students to participate actively in class, complete homework assignments, and adhere to attendance and late policies.
· Etac lesson plan teacher hickslewisweek of oct.19 23,20
This lesson plan outlines math and science instruction for 1st grade students over the course of a week. The plan focuses on addition and subtraction strategies, with daily objectives covering counting, making 10, and explaining strategies. Each day includes establishing objectives, modeling concepts, interactive practice, and small group or individual work. Formative assessments and adjusting for English learners are also incorporated daily.
UPDATED MAT225 MultiVariable Calculus with Harvard 6th ed Syllabus
This document provides a course syllabus for MAT 225 Multivariable Calculus at Nassau Community College. The key details include:
- The course meets Monday through Thursday from 6:30-9:20pm in room B218 for the summer term from July 2 to August 2.
- The instructor is Professor A. Jorge Garcia and contact information is provided.
- The course covers vectors, partial derivatives, optimization, multiple integrals, and vector calculus topics.
- Students are expected to actively participate, complete homework and group work, and there will be exams, a midterm, and final exam.
- The textbook and materials, policies on attendance, late work, academic honesty, and
NEW MAT225 Multivariable Calculus Syllabus NCC SII 2018
This document provides a course syllabus for MAT 225 Multivariable Calculus at Nassau Community College. The key details include:
- The course meets Monday through Thursday from 6:30-9:20pm in room B218 for the summer term from July 2 to August 2.
- The instructor is Professor A. Jorge Garcia and contact information is provided.
- The course covers vectors, partial derivatives, optimization, multiple integrals, and vector calculus topics.
- Students are expected to actively participate, complete homework and group work, and there will be exams, a midterm, and final exam.
- The textbook and materials, policies on attendance, late work, academic honesty, and
Technology Lesson Plan
This document outlines Kimberly Goree's technology integrated lesson plans for 5 weeks of small group instruction. The plans include introducing early math concepts like counting, one-to-one correspondence, and using a digital camera. Students will practice skills, play review games, and create a photo number book connecting numbers to real objects. The teacher will monitor students, assist as needed, and assess understanding through observations and digital portfolio reviews.
Sillaby for 7 grade 2 nd
The document provides a lesson plan for a mathematics class on the topics of sets, Venn diagrams, angles, lines, triangles, and quadrilaterals. It outlines 5 learning objectives, teaching methods like class discussions and worksheets, and assessment activities like tests and skill-building exercises. The lesson plan aims to help students understand concepts like sets, operations on sets, representing sets visually, solving problems using sets, properties of angles and lines, constructing angles, and identifying properties of triangles and quadrilaterals.
Recommended
Integrating[1]
The document discusses using an instructional game called Action Fraction Race Car Game to teach fractions to students in grades 5-8. It summarizes research showing fractions are difficult for students to master and recommends hands-on activities to improve understanding. The game aims to increase students' fraction skills by making problems more difficult as players progress to higher levels. It provides immediate feedback through acceleration/deceleration as well as sounds. The teacher's role is to ensure students understand rules and do not spend too much time playing. While the game may increase skills practice and motivation, it also has limitations like not promoting deep conceptual understanding.
Field study 3 ep5
The document describes a classroom observation of a lesson involving technology integration in the learning environment. It includes guides for observing how the teacher uses learning resources, students' responses, and the effectiveness of the resources. The observer is asked to analyze the lesson using a technology integration matrix and provide suggestions to improve resource use. Reflections on doing the same lesson differently and integrating theory with the observation are also prompted.
SYLLABUS: MAT225 MULTIVARIABEL CALCULUS WITH HARVARD TEXT 6th EDITION
This document is a course syllabus for a Multivariable Calculus class. It provides information about the course including instructor details, meeting times, learning objectives, textbook requirements, and policies. The key goals of the course are for students to analyze functions of several variables, apply vector algebra to multivariable functions, determine optimal properties of functions, integrate multivariable functions, and integrate vector functions. Students will be evaluated based on exams, homework, attendance, and participation. The syllabus outlines expectations for students to participate actively in class, complete homework assignments, and adhere to attendance and late policies.
· Etac lesson plan teacher hickslewisweek of oct.19 23,20
This lesson plan outlines math and science instruction for 1st grade students over the course of a week. The plan focuses on addition and subtraction strategies, with daily objectives covering counting, making 10, and explaining strategies. Each day includes establishing objectives, modeling concepts, interactive practice, and small group or individual work. Formative assessments and adjusting for English learners are also incorporated daily.
UPDATED MAT225 MultiVariable Calculus with Harvard 6th ed Syllabus
This document provides a course syllabus for MAT 225 Multivariable Calculus at Nassau Community College. The key details include:
- The course meets Monday through Thursday from 6:30-9:20pm in room B218 for the summer term from July 2 to August 2.
- The instructor is Professor A. Jorge Garcia and contact information is provided.
- The course covers vectors, partial derivatives, optimization, multiple integrals, and vector calculus topics.
- Students are expected to actively participate, complete homework and group work, and there will be exams, a midterm, and final exam.
- The textbook and materials, policies on attendance, late work, academic honesty, and
NEW MAT225 Multivariable Calculus Syllabus NCC SII 2018
This document provides a course syllabus for MAT 225 Multivariable Calculus at Nassau Community College. The key details include:
- The course meets Monday through Thursday from 6:30-9:20pm in room B218 for the summer term from July 2 to August 2.
- The instructor is Professor A. Jorge Garcia and contact information is provided.
- The course covers vectors, partial derivatives, optimization, multiple integrals, and vector calculus topics.
- Students are expected to actively participate, complete homework and group work, and there will be exams, a midterm, and final exam.
- The textbook and materials, policies on attendance, late work, academic honesty, and
Technology Lesson Plan
This document outlines Kimberly Goree's technology integrated lesson plans for 5 weeks of small group instruction. The plans include introducing early math concepts like counting, one-to-one correspondence, and using a digital camera. Students will practice skills, play review games, and create a photo number book connecting numbers to real objects. The teacher will monitor students, assist as needed, and assess understanding through observations and digital portfolio reviews.
Sillaby for 7 grade 2 nd
The document provides a lesson plan for a mathematics class on the topics of sets, Venn diagrams, angles, lines, triangles, and quadrilaterals. It outlines 5 learning objectives, teaching methods like class discussions and worksheets, and assessment activities like tests and skill-building exercises. The lesson plan aims to help students understand concepts like sets, operations on sets, representing sets visually, solving problems using sets, properties of angles and lines, constructing angles, and identifying properties of triangles and quadrilaterals.
Easy Website Creation with Weebly
Weebly is a free and easy to use website builder. It allows users to create professional-looking websites without needing any coding experience. The document discusses the various features of Weebly, including drag-and-drop page building, themes, multimedia elements, file uploading, and blog creation. It also covers the education-focused features of Weebly, such as creating student websites and moderated commenting on blogs. Overall, the document provides an overview of Weebly's capabilities and promotes it as a simple website creation tool for both personal and educational use.
Educational conf
This document discusses how teachers can use the free website building platform Weebly to create online communication between educators, students, and families. It explains that Weebly allows teachers to build class websites where they can post homework assignments, class calendars, notes, projects, educational games and more. These websites enable teachers to share resources and information with students and parents, improving communication and involvement within the school community. The document provides examples of free tools that can be used to enhance Weebly websites, such as widgets, animations, and content from sites like Twitter, Google Calendar and SlideShare.
BCES Staff Weebly Training
This document provides instructions for setting up a shared Weebly account for a grade level. It recommends creating one login and password for the entire grade that can be used to access up to 10 individual teacher sites. It also includes information on upgrading to a Pro account, which provides additional features like unlimited pages and file uploads for $39.95 per year. Main steps include creating the shared grade-level account, setting up individual teacher sites under that account, customizing the design and settings, and adding content and publishing the live site.
Using the Nene Hopeful List to Promote Reading, Discussions & Technology
How three elementary school librarians promote Hawaii's Children's Choice Award for Literature. Includes tips for funding, promotion, online tools and contests.
EDFI560FA09PPT
This document provides information on free web technologies for teachers, featuring Internet4Classrooms and Weebly for Education. It lists tutorials for PowerPoint and Microsoft Office as well as features added by teachers to Internet4Classrooms and Weebly, such as a virtual keyboard.
Volunteering in America 2011
This document provides information about volunteering and national service programs in the United States. It includes statistics on volunteering rates and hours served nationally and for Michigan. Details are given on key national service programs run by the federal government including AmeriCorps and Senior Corps. Trends in volunteering for different age groups like Generation X and millennials are also summarized. Resources for further information at both the national and state level are listed.
Walker-Individual Unit Plan
This unit plan is for an AP Differential Calculus class taught over 5 weeks. Students will learn differential calculus methods and apply them to solve real-world problems. They will learn the history of calculus and its applications. Students will visit a company to learn how it uses calculus. The essential question is "Why do I need to know calculus?". Objectives are to apply calculus to solve problems, describe solutions verbally and in writing, and learn about its historical development and use in different fields. Assessments include weekly quizzes, tests, and a portfolio with solutions, reports and reflections.
Froehlke plan revised
This lesson teaches 6th grade students to convert fractions, decimals, and percentages. Students will work in teams on an interactive whiteboard activity to match fractions with their decimal equivalents. They will then play a concentration game to further practice conversions. The goal is for students to correctly modify fractions, decimals, and percentages. Standards addressed include using math concepts in other subjects and explaining the relationship between fractions, decimals, and percentages. Progress will be measured through the interactive activities and a homework worksheet.
ITL516 Learning Map
A learning map chart filled out as a teacher plans a subsequent lesson for her students to help them practice rounding.
2-4-2022 Lesson Plan.pdf
This lesson plan is for a 1st grade math resource class focusing on addition fluency within 20. The lesson will provide a review of numbers 1-100 and modeling of addition strategies like decomposing numbers and using a number line. Students will engage in a number talk activity to showcase strategies for representing a given number. They will then work independently and in small groups using manipulatives to practice addition within 20 and representing numbers through equations. Formative assessments during class will check students' understanding through questioning and observing their use of tools.
Music and math lesson plan
This lesson plan aims to teach 6th grade students about fractions and music. Students will learn about fractions less than one and recognize different note values. They will be evaluated through clicker questions during class and participation in games. The lesson uses a SMART board for an interactive math lecture on fractions and note recognition. Students will then split into groups to play math and music games on the board and Wii. The plan incorporates diversity by allowing different musical tastes and addressing multiple intelligences. Technology like the SMART board and Wii engages students in an interactive lesson.
Differentiating instruction presentation 2
This document discusses four trends in differentiating instruction: technology, group work, learning centers, and hands-on learning through laboratories. For each trend, benefits are outlined such as increased engagement through technology and opportunities for social skill development with group work. Challenges are also noted, like the cost of keeping technology updated and the potential for distraction. The document concludes with an example kindergarten STEM lesson plan incorporating learning centers to teach double digit addition.
Today’s Number Daily Math Routine Todays Number is 12.5(This
Today’s Number Daily Math Routine
Todays Number is 12.5%
(This is sometimes called “N(umber of the Day”)
Daily Math Routines are a set of 5-7 minutes math routines that are done daily. They are designed to develop number sense and other mathematical reasoning by connecting critical math concepts on a daily basis.
Next week you will be asked to share the Today’s Number Daily Math Routine with your small group. This assignment is designed to help you become an expert on the Daily Math Routine.
A. Learn about “Today’s Number”
1. Read about “Today’s Number” (Today’s number is 12.%) 5 from this handout from NCCTM. Respond to the questions below as you begin reading on page 5.
2. Give a brief overview of the Today’s Number routine.
3. How does this number routine support students in growing in their mathematical thinking?
4. What are some ways the number of the day can be presented to students in each of these settings?
d. Early Elementary
d. Later Elementary
1. How might teachers structure the Today’s Number routine for older students?
1. What does the teacher do while older students are generating their representations?
1. What are some ways in which teachers can keep an ongoing record of student responses to the Number Routine? How might these records be used by students and teachers in the future?
1. Though the number used in Today’s Number will change across grade levels, consistent use of the routine across grade levels will continue to enhance student’s number sense. What is meant by number sense? Why is number sense important?
1. What are some common models that can be used across grade levels as students participate in Today’s Number? Provide examples of each.
1. Why is it important to allow students to share their representations with each other?
1. One of the hardest parts of this number routine for teachers is knowing what to look for in student work and how to highlight important mathematical concepts. What are some common big ideas to look for when examining student work?
B. Considering Grade Level Appropriateness
Go back to Page 3 from this handout from NCCTM.and spend some time thinking about the 3 examples given.
a. 1st Grade-
i. Share 3 others ways you might anticipate 1st graders would represent 15.
ii. Label each representation with the mathematical concept they represent.
b. 5th Grade
i. Share 3 other ways you might anticipate 5th graders would represent ¾?
ii. Label each representation with the mathematical concept they represent
c. 7th Grade
i. Share 3 other ways you might anticipate 5th graders would represent -8?
ii. Label each representation with the mathematical concept they represent
C. Watch a “Today’s Number” Daily Math Routine in an Intermediate classroom.
1. Before you begin, take 1 minute to show 135 in as many ways as you can. Record you thinking below.
2. Now watch this video and respond to the prompts below.
3. What prompt did the student use for the “Today’s Number Routi ...
Math10_Q3_Module 5_solvingwordproblemsinvolvingpermutat_v2.pdf
This document provides information about a mathematics module on solving problems involving permutations and combinations. It includes notes for teachers, learners, and parents/guardians. The module contains 4 lessons that teach learners about permutations of n taken r at a time, permutations of n distinct objects arranged in a circle, distinguishable permutations, and combinations of n taken r at a time. Each lesson includes learning objectives, assessments, and examples to help learners understand the concepts and solve related problems. The module aims to help learners develop skills in basic counting techniques for solving permutation and combination problems.
Week 4 - AssignmentCreating a Unit Plan Once you’ve gotten.docx
Week 4 - Assignment
Creating a Unit Plan
Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st century learner. This week, you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the
provided template
that includes:
Introduction:
Describe the demographics of your current (or fictional classroom) including:
Grade Level and Subject Area
Total number of students – ability levels, gender, students with special needs, English Language Learners (ELLs)
Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)
Stage 1:
The first stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion. You must:
Identify the content, unit title, unit subject, and at least one Common Core State Standard (CCSS) that aligns with the unit.
Create at least two measurable unit objectives that align with the CCSS.
Describe what you want the students to master including key concepts, “big ideas”, and major understandings (see the textbook, Chapter 4 for guidance).
The following resources are helpful when creating Stage 1:
Common Core Standards - The Standards
Writing measurable learning objectives
.
P21 common core toolkit
Stage 2:
The second stage outlines evidence of learning including pre-assessments, formative assessments, and a summative assessment.
Pre-assessment:
Explain how you will measure student’s level of readiness and preexisting knowledge specific to the content chosen. Include how you will take into account student strengths, interests, and learning needs.
Formative Assessment:
Explain how you will use formative assessments to drive differentiated instruction throughout the unit specific to the content you’ve chosen. Be sure to include how these assessments address UDL principals.
Summative Assessment:
Design a summative assessment that will measure the student’s level of unit mastery. You must include how this assessment addresses UDL principals and DI theory and how the assessment takes into account your diverse student population.
Stage 3:
The final stage of the unit plan involves developing the activities and experiences, building upon what you determined in Stage 1. “This stage involves tailoring learning activities to the identified strengths, learning styles, and interests of students, organizing lessons in a meaningful way that emphasizes the relevance of the learning, and engaging the learners with active learning strategies”(Chapter 4, pp. 5-6). In addition, this stage should also incorporate self-regulation strat.
MAET Problem Redesign
This document outlines a three-day lesson plan on rate of change and slope for a math class. Day one focuses on interpreting distance-time graphs through a card sorting activity and applet. Students work to match scenarios, tables, and graphs and interpret rate of change. Day two has students calculate rate of change from graphs, tables, and scenarios through a mountain climbers activity introducing those terms. Day three covers specifically calculating slope from various representations and using those terms. Formative and summative assessments are embedded throughout the lessons.
Rate of Change Lesson Plan
MAET Problem of Practice Redesign Project
Student-centered activities that explore and discover rate of change
Sequencingr highschool
This document provides a 5-day lesson plan for teaching students about sequencing and chronological order. Day 1 involves explicit instruction on sequencing and signal words. Day 2 models sequencing through a read aloud. Day 3 provides guided practice sequencing events and stories. Day 4 has independent practice making and following recipes. Day 5 assesses understanding through a writing assignment connecting sequencing to careers. The goal is for students to understand how determining chronological order is important for comprehension.
Ma'am beth lp
This lesson plan teaches students how to calculate the mode of grouped data. It begins with a review of measures of central tendency. Students will then participate in an activity called "TikTok MODE" to understand modal class. The lesson will present the formula to find the mode of grouped data: Mo = Lmo + (Δ1/ Δ1+ Δ2) i, where Lmo is the lower limit of the modal class, Δ1 is the difference between the modal class frequency and the previous class frequency, Δ2 is the difference between the modal class frequency and the next class frequency, and i is the class interval size. Students will practice applying the formula to sample frequency distribution tables and solve an assignment calculating measures of central
Phase2 lesson plan
This lesson plan is for a group of 20 high school students in Argentina. The lesson focuses on finding information about smoking habits from online sources and magazines. Students will be divided into groups to search for statistical, medical, marketing and legal data on smoking. Each group will present their findings to the class. The teacher will evaluate students using rubrics to assess their group work, contributions, and English proficiency. The information collected will then be used in subsequent lessons for analysis and student surveys.
lesson 6
The students need a review lesson on mean, median, mode, and range. They will rotate through four stations, with two stations led by teachers using multiple activities. Students will solve at least three math problems correctly to show their understanding. The co-teachers will use station teaching, with one reviewing the daily calendar with students and the other ensuring students understand the calendar before the math lesson.
More Related Content
Viewers also liked
Easy Website Creation with Weebly
Weebly is a free and easy to use website builder. It allows users to create professional-looking websites without needing any coding experience. The document discusses the various features of Weebly, including drag-and-drop page building, themes, multimedia elements, file uploading, and blog creation. It also covers the education-focused features of Weebly, such as creating student websites and moderated commenting on blogs. Overall, the document provides an overview of Weebly's capabilities and promotes it as a simple website creation tool for both personal and educational use.
Educational conf
This document discusses how teachers can use the free website building platform Weebly to create online communication between educators, students, and families. It explains that Weebly allows teachers to build class websites where they can post homework assignments, class calendars, notes, projects, educational games and more. These websites enable teachers to share resources and information with students and parents, improving communication and involvement within the school community. The document provides examples of free tools that can be used to enhance Weebly websites, such as widgets, animations, and content from sites like Twitter, Google Calendar and SlideShare.
BCES Staff Weebly Training
This document provides instructions for setting up a shared Weebly account for a grade level. It recommends creating one login and password for the entire grade that can be used to access up to 10 individual teacher sites. It also includes information on upgrading to a Pro account, which provides additional features like unlimited pages and file uploads for $39.95 per year. Main steps include creating the shared grade-level account, setting up individual teacher sites under that account, customizing the design and settings, and adding content and publishing the live site.
Using the Nene Hopeful List to Promote Reading, Discussions & Technology
How three elementary school librarians promote Hawaii's Children's Choice Award for Literature. Includes tips for funding, promotion, online tools and contests.
EDFI560FA09PPT
This document provides information on free web technologies for teachers, featuring Internet4Classrooms and Weebly for Education. It lists tutorials for PowerPoint and Microsoft Office as well as features added by teachers to Internet4Classrooms and Weebly, such as a virtual keyboard.
Volunteering in America 2011
This document provides information about volunteering and national service programs in the United States. It includes statistics on volunteering rates and hours served nationally and for Michigan. Details are given on key national service programs run by the federal government including AmeriCorps and Senior Corps. Trends in volunteering for different age groups like Generation X and millennials are also summarized. Resources for further information at both the national and state level are listed.
Viewers also liked (7)
Using the Nene Hopeful List to Promote Reading, Discussions & Technology
Using the Nene Hopeful List to Promote Reading, Discussions & Technology
Similar to Mayan unit plan[1]
Walker-Individual Unit Plan
This unit plan is for an AP Differential Calculus class taught over 5 weeks. Students will learn differential calculus methods and apply them to solve real-world problems. They will learn the history of calculus and its applications. Students will visit a company to learn how it uses calculus. The essential question is "Why do I need to know calculus?". Objectives are to apply calculus to solve problems, describe solutions verbally and in writing, and learn about its historical development and use in different fields. Assessments include weekly quizzes, tests, and a portfolio with solutions, reports and reflections.
Froehlke plan revised
This lesson teaches 6th grade students to convert fractions, decimals, and percentages. Students will work in teams on an interactive whiteboard activity to match fractions with their decimal equivalents. They will then play a concentration game to further practice conversions. The goal is for students to correctly modify fractions, decimals, and percentages. Standards addressed include using math concepts in other subjects and explaining the relationship between fractions, decimals, and percentages. Progress will be measured through the interactive activities and a homework worksheet.
ITL516 Learning Map
A learning map chart filled out as a teacher plans a subsequent lesson for her students to help them practice rounding.
2-4-2022 Lesson Plan.pdf
This lesson plan is for a 1st grade math resource class focusing on addition fluency within 20. The lesson will provide a review of numbers 1-100 and modeling of addition strategies like decomposing numbers and using a number line. Students will engage in a number talk activity to showcase strategies for representing a given number. They will then work independently and in small groups using manipulatives to practice addition within 20 and representing numbers through equations. Formative assessments during class will check students' understanding through questioning and observing their use of tools.
Music and math lesson plan
This lesson plan aims to teach 6th grade students about fractions and music. Students will learn about fractions less than one and recognize different note values. They will be evaluated through clicker questions during class and participation in games. The lesson uses a SMART board for an interactive math lecture on fractions and note recognition. Students will then split into groups to play math and music games on the board and Wii. The plan incorporates diversity by allowing different musical tastes and addressing multiple intelligences. Technology like the SMART board and Wii engages students in an interactive lesson.
Differentiating instruction presentation 2
This document discusses four trends in differentiating instruction: technology, group work, learning centers, and hands-on learning through laboratories. For each trend, benefits are outlined such as increased engagement through technology and opportunities for social skill development with group work. Challenges are also noted, like the cost of keeping technology updated and the potential for distraction. The document concludes with an example kindergarten STEM lesson plan incorporating learning centers to teach double digit addition.
Today’s Number Daily Math Routine Todays Number is 12.5(This
Today’s Number Daily Math Routine
Todays Number is 12.5%
(This is sometimes called “N(umber of the Day”)
Daily Math Routines are a set of 5-7 minutes math routines that are done daily. They are designed to develop number sense and other mathematical reasoning by connecting critical math concepts on a daily basis.
Next week you will be asked to share the Today’s Number Daily Math Routine with your small group. This assignment is designed to help you become an expert on the Daily Math Routine.
A. Learn about “Today’s Number”
1. Read about “Today’s Number” (Today’s number is 12.%) 5 from this handout from NCCTM. Respond to the questions below as you begin reading on page 5.
2. Give a brief overview of the Today’s Number routine.
3. How does this number routine support students in growing in their mathematical thinking?
4. What are some ways the number of the day can be presented to students in each of these settings?
d. Early Elementary
d. Later Elementary
1. How might teachers structure the Today’s Number routine for older students?
1. What does the teacher do while older students are generating their representations?
1. What are some ways in which teachers can keep an ongoing record of student responses to the Number Routine? How might these records be used by students and teachers in the future?
1. Though the number used in Today’s Number will change across grade levels, consistent use of the routine across grade levels will continue to enhance student’s number sense. What is meant by number sense? Why is number sense important?
1. What are some common models that can be used across grade levels as students participate in Today’s Number? Provide examples of each.
1. Why is it important to allow students to share their representations with each other?
1. One of the hardest parts of this number routine for teachers is knowing what to look for in student work and how to highlight important mathematical concepts. What are some common big ideas to look for when examining student work?
B. Considering Grade Level Appropriateness
Go back to Page 3 from this handout from NCCTM.and spend some time thinking about the 3 examples given.
a. 1st Grade-
i. Share 3 others ways you might anticipate 1st graders would represent 15.
ii. Label each representation with the mathematical concept they represent.
b. 5th Grade
i. Share 3 other ways you might anticipate 5th graders would represent ¾?
ii. Label each representation with the mathematical concept they represent
c. 7th Grade
i. Share 3 other ways you might anticipate 5th graders would represent -8?
ii. Label each representation with the mathematical concept they represent
C. Watch a “Today’s Number” Daily Math Routine in an Intermediate classroom.
1. Before you begin, take 1 minute to show 135 in as many ways as you can. Record you thinking below.
2. Now watch this video and respond to the prompts below.
3. What prompt did the student use for the “Today’s Number Routi ...
Math10_Q3_Module 5_solvingwordproblemsinvolvingpermutat_v2.pdf
This document provides information about a mathematics module on solving problems involving permutations and combinations. It includes notes for teachers, learners, and parents/guardians. The module contains 4 lessons that teach learners about permutations of n taken r at a time, permutations of n distinct objects arranged in a circle, distinguishable permutations, and combinations of n taken r at a time. Each lesson includes learning objectives, assessments, and examples to help learners understand the concepts and solve related problems. The module aims to help learners develop skills in basic counting techniques for solving permutation and combination problems.
Week 4 - AssignmentCreating a Unit Plan Once you’ve gotten.docx
Week 4 - Assignment
Creating a Unit Plan
Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st century learner. This week, you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the
provided template
that includes:
Introduction:
Describe the demographics of your current (or fictional classroom) including:
Grade Level and Subject Area
Total number of students – ability levels, gender, students with special needs, English Language Learners (ELLs)
Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)
Stage 1:
The first stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion. You must:
Identify the content, unit title, unit subject, and at least one Common Core State Standard (CCSS) that aligns with the unit.
Create at least two measurable unit objectives that align with the CCSS.
Describe what you want the students to master including key concepts, “big ideas”, and major understandings (see the textbook, Chapter 4 for guidance).
The following resources are helpful when creating Stage 1:
Common Core Standards - The Standards
Writing measurable learning objectives
.
P21 common core toolkit
Stage 2:
The second stage outlines evidence of learning including pre-assessments, formative assessments, and a summative assessment.
Pre-assessment:
Explain how you will measure student’s level of readiness and preexisting knowledge specific to the content chosen. Include how you will take into account student strengths, interests, and learning needs.
Formative Assessment:
Explain how you will use formative assessments to drive differentiated instruction throughout the unit specific to the content you’ve chosen. Be sure to include how these assessments address UDL principals.
Summative Assessment:
Design a summative assessment that will measure the student’s level of unit mastery. You must include how this assessment addresses UDL principals and DI theory and how the assessment takes into account your diverse student population.
Stage 3:
The final stage of the unit plan involves developing the activities and experiences, building upon what you determined in Stage 1. “This stage involves tailoring learning activities to the identified strengths, learning styles, and interests of students, organizing lessons in a meaningful way that emphasizes the relevance of the learning, and engaging the learners with active learning strategies”(Chapter 4, pp. 5-6). In addition, this stage should also incorporate self-regulation strat.
MAET Problem Redesign
This document outlines a three-day lesson plan on rate of change and slope for a math class. Day one focuses on interpreting distance-time graphs through a card sorting activity and applet. Students work to match scenarios, tables, and graphs and interpret rate of change. Day two has students calculate rate of change from graphs, tables, and scenarios through a mountain climbers activity introducing those terms. Day three covers specifically calculating slope from various representations and using those terms. Formative and summative assessments are embedded throughout the lessons.
Rate of Change Lesson Plan
MAET Problem of Practice Redesign Project
Student-centered activities that explore and discover rate of change
Sequencingr highschool
This document provides a 5-day lesson plan for teaching students about sequencing and chronological order. Day 1 involves explicit instruction on sequencing and signal words. Day 2 models sequencing through a read aloud. Day 3 provides guided practice sequencing events and stories. Day 4 has independent practice making and following recipes. Day 5 assesses understanding through a writing assignment connecting sequencing to careers. The goal is for students to understand how determining chronological order is important for comprehension.
Ma'am beth lp
This lesson plan teaches students how to calculate the mode of grouped data. It begins with a review of measures of central tendency. Students will then participate in an activity called "TikTok MODE" to understand modal class. The lesson will present the formula to find the mode of grouped data: Mo = Lmo + (Δ1/ Δ1+ Δ2) i, where Lmo is the lower limit of the modal class, Δ1 is the difference between the modal class frequency and the previous class frequency, Δ2 is the difference between the modal class frequency and the next class frequency, and i is the class interval size. Students will practice applying the formula to sample frequency distribution tables and solve an assignment calculating measures of central
Phase2 lesson plan
This lesson plan is for a group of 20 high school students in Argentina. The lesson focuses on finding information about smoking habits from online sources and magazines. Students will be divided into groups to search for statistical, medical, marketing and legal data on smoking. Each group will present their findings to the class. The teacher will evaluate students using rubrics to assess their group work, contributions, and English proficiency. The information collected will then be used in subsequent lessons for analysis and student surveys.
lesson 6
The students need a review lesson on mean, median, mode, and range. They will rotate through four stations, with two stations led by teachers using multiple activities. Students will solve at least three math problems correctly to show their understanding. The co-teachers will use station teaching, with one reviewing the daily calendar with students and the other ensuring students understand the calendar before the math lesson.
math8Q3wk1.docx
This daily lesson plan covers teaching geometry to 8th grade students over the course of a week. The lessons focus on the axiomatic structure of geometry, including undefined terms, definitions, postulates, and theorems related to points, lines, planes, and angles. A variety of activities are outlined each day like group work, discussions, practice problems, and presentations to reinforce these concepts and allow students to demonstrate their understanding. The goal is for students to grasp key ideas about the mathematical system of geometry and how to formulate real-world situations using these geometric rules and relationships.
Gcu college of education lesson plan template section 1 lesso
This lesson plan template provides details for a high school anatomy and physiology lesson on the circulatory system. The lesson will have students investigate how heart rate is affected by activity by collecting data on their own heart rates at rest and during exercise. Students will then analyze the data to determine the relationship between exercise and heart rate. The lesson plan outlines considerations for the classroom environment and student factors. It provides national standards addressed as well as specific learning objectives. Details are given for instructional materials, engagement activities, differentiation strategies, and assessments.
Assignment 1
This document outlines a virtual lesson plan designed to reinforce face-to-face English learning for 10th grade students in Mexico. The four-week lesson uses an online learning platform to provide activities focused on the simple present tense. Students will read texts, identify verbs, review grammar notes, and complete interactive exercises on their own schedule. The platform automatically grades exercises and provides feedback to students, while allowing the teacher to monitor student access and engagement. This blended approach aims to strengthen classroom learning through additional online practice opportunities.
LESSON PLAN TEMPLATESection 1 Lesson PreparationTeacher Can.docx
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to ...
CPAR 12_LESSON PLAN 2023-2024 (1st).docx
The document is a detailed lesson plan for a Grade 12 Contemporary Philippine Arts class. It includes the following:
1. The objectives are for students to discuss elements and principles of contemporary art, evaluate how they are shown in art forms, and appreciate art from Philippine regions.
2. Students will review a previous lesson through a guessing game and learn about elements like appropriation and performance through group activities using tools like a word web and KWL chart.
3. The lesson plan outlines procedures for preliminaries, a review activity, presenting the new content through group work applying elements to examples, and allowing groups to present their work.
Similar to Mayan unit plan[1] (20)
Today’s Number Daily Math Routine Todays Number is 12.5(This
Today’s Number Daily Math Routine Todays Number is 12.5(This
Math10_Q3_Module 5_solvingwordproblemsinvolvingpermutat_v2.pdf
Math10_Q3_Module 5_solvingwordproblemsinvolvingpermutat_v2.pdf
Week 4 - AssignmentCreating a Unit Plan Once you’ve gotten.docx
Week 4 - AssignmentCreating a Unit Plan Once you’ve gotten.docx
Gcu college of education lesson plan template section 1 lesso
Gcu college of education lesson plan template section 1 lesso
LESSON PLAN TEMPLATESection 1 Lesson PreparationTeacher Can.docx
LESSON PLAN TEMPLATESection 1 Lesson PreparationTeacher Can.docx
Recently uploaded
Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Community pharmacy- Social and preventive pharmacy UNIT 5
Covered community pharmacy topic of the subject Social and preventive pharmacy for Diploma and Bachelor of pharmacy
Recently uploaded (20)
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Community pharmacy- Social and preventive pharmacy UNIT 5
Community pharmacy- Social and preventive pharmacy UNIT 5
Mayan unit plan[1]
- 2. Students will also be evaluated throughout the presentation of the lesson to help the teacher ensure that students are comprehending the material being presented. This will be done informally through an online poll website called polleverwhere.com
- 3. This lesson includes activities throughout the entire unit such as worksheets (attached), group participation, and classroom discussion. Students should all be encouraged to participate evaluated on the quality of their participation. This informal evaluation will help the teacher to gain an understanding of students comprehension levels.
- 5. Pick up notes and handouts for the day which should be setting on the front table.
- 6. Then students should respond to the polleverywhere.com
- 9. What is 100013 in base ten?
- 12. Dry-erase boards
- 13. Markers
- 14. Miscellaneous items for Make your Own Number system
- 15. Pretest on place value (attached)
- 17. Base-ten Number system Presentation
- 18. Base Ten Number System & Place Value Packets
- 19. Number base cutouts (included)
- 20. Flashcards with questions for both stations 2 & 5.
- 21. Mayan Math cutouts (included)